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Building Learner Identities Through Discursive Practice in an L2 Extensive Reading Community
This study attempts to reveal the process of learner-identity building through discursive practice to promote L2 extensive reading in a university classroom. Few studies approached reading quality that involve readers’ agentivity in realizing general comprehension (i.e., ‘normal’ reading as in L1) (Waring & McLean, 2015). In the framework of legitimate peripheral participation (Lave & Wenger, 1991), this study heuristically observed the focal students’ participation degree in the interactions utilizing Young’s (2007) notion of interactional competence. The results revealed the complexity of EFL learners’ identity shifting process, substantiated by conversation analysis (CA) and concurrently balancing reading rate and accuracy, which resulted in reading fluency tests. The multiple data to triangulate CA demonstrated the trajectories of individual students’ various degrees of ER treatment spanning 25 weeks; some were absorbed in stories with unconscious reading rate and accuracy adjustment, and the others remained in verbatim translation of L2 text comprehension.
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Noriko Kurishita has taught English in Japan for over 20 years, teaching at public schools and universities. Her research fields are extensive reading (ER) and teaching methodology. She is enthusiastic about motivating students toward ER through interactive practices. She is a PhD candidate majoring in TESOL at Nagoya University of Foreign Studies, Japan.